M.Ed. Special Education for Certified Educators

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SPE 570

Action Research in Special Education
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Module 6 - required

Delimitations, Limitations, and Summary of Study
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Notebook 1 (Lg.)

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The purpose of this paper is to demonstrate that the teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona's academic standards 7:1 and 8:2, 4 at a level of mastery. The teacher shall also demonstrate current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning.

This shall be measured by the major facts and assumptions that are central to the discipline through interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas as well as through learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals.
AZ- Arizona's Professional Teacher Standards
Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona's academic standardsThe subject knowledge assessment shall measure the extent to which the teacher has knowledge of:
Assessed performance 2: Major facts and assumptions that are central to the discipline
Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learningThe professional knowledge assessment shall measure the extent to which the teacher has knowledge of:
Assessed performance 2: Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas
Assessed performance 4: Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals
File Attachments:
  1. Delimitations and Limitations Delimitations and Limitations
    This chart better defines the perimeters of the study.
  2. Summary of Study Summary of Study
    This document presents a more clear reasoning for the case study to improve the behavior of a student and decrease the number of class disruptions.

Module 5 - optional

Literature Review
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Folders (Lg.)

The purpose of this paper is to demonstrate knowledge of how the teacher reviews and evaluates his or her overall performance and implements a professional development plan to help to facilitate the problem resolution process by demonstrating current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning according to what the laws have set forth in IDEA 2004.This paper reflects the process in which the literature is reviewed for use in resolving the problem.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 6,7,and 8 which requires the teacher to review and evaluate his or her overall performance and implement a professional development plan. The teacher must also have general academic knowledge as demonstrated by the attainment of a bachelor's degree, and demonstrate knowledge of sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning.

AZ- Arizona's Professional Teacher Standards
Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development planThe performance assessment shall measure the extent to which the teacher:
Assessed performance 5: Pursues professional activities to support development as a learner and a teacher
Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona's academic standardsThe subject knowledge assessment shall measure the extent to which the teacher has knowledge of:
Assessed performance 1: Skills and concepts related to the subject area
Required knowledge a: At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts.
Required knowledge b: At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach.
Assessed performance 2: Major facts and assumptions that are central to the discipline
Assessed performance 3: Debates and the processes of inquiry that are central to the discipline
Assessed performance 4: Integration of disciplinary knowledge with other subject areas
Assessed performance 5: Connections between knowledge of the subject area and real life situations at the level of the students being taught
Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learningThe professional knowledge assessment shall measure the extent to which the teacher has knowledge of:
Assessed performance 1: A variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary level or a variety of methods for teaching reading and the subject area or areas in which the teacher is seeking certification at the secondary level
Assessed performance 2: Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas
Assessed performance 3: Principles and techniques associated with various instructional strategies
Assessed performance 4: Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals
Assessed performance 5: Methods for recognizing and accommodating exceptional children
Assessed performance 6: Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning
Assessed performance 7: Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work
Assessed performance 8: Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts
Assessed performance 9: The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, determining what they know and are able to do, and identifying what experiences will support their further growth and development
Assessed performance 10: Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring
Assessed performance 11: Services and resources to meet the needs of exceptional children and how to access the services and resources
Assessed performance 12: Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system
Assessed performance 13: Laws and ethics related to student, parent, and teacher rights and responsibilities
File Attachments:
  1. Literature Review Literature Review
    This paper outlines some of the information that will be used in order to present a neat, informative, and well researched study that was used within the classroom to solve a problem.
  2. Review of Research Source 1 Review of Research Source 1
    Iwata, B. (1994). TOWARD A FUNCTIONAL ANALYSIS OF SELF-INJURY. Journal of Applied Behavior Analysis, 27(2), 197-209. Retrieved February 5, 2009, from Journal of Applied BehaviorAnalysis Web site: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1297798
  3. Review of Research Source 2 Review of Research Source 2
    Adams, J. (n.d.). In J. Adams (Ed.), Vitamin/Mineral Supplements for Autism [Test Results]. Retrieved February 2, 2009, from Arizona State University Web site: www.eas.asu.edu/~autism/Research/VitaminsMineralsFinal.doc
  4. Review of Research Source 3 Review of Research Source 3
    Dykes, M. (2006). Self-Injurious Behavior: Characteristics and Innovative Treatment Strategies [Abstract]. Abstract February 2, 2009, retrieved from Google Web site: http://www.jsc.montana.edu/articles/v4n15.pdf
Author: Nekane Arriaga
Last modified: 6/4/2012 4:13 PM (EDT)